AA-1
ANNEX A
TABLE A-1 Literature Review Summary, Table 1
Article
Art et al,
2008
Name and
Location of
School
Ghent
University.
Ghent,
Belgium
Name of
Program
Community
Oriented
Primary Care
(COPC) week
Type of
Community and
Location
Six deprived
neighborhoods.
Local
Duration of
Training
Training, total:
4 days
Community
Learning (CL)
section: 3 days
Obligatory/
Elective,
Student
Program
Obligatory
for the
medical
students,
elective for
the other
students;
Medicine,
Social
Welfare,
Social Work
Student Makeup
(level, number of
students)
Level: Medicine:
3rd year bachelor
students ; Social
Welfare / Social
Work : 2nd year
Master students
Frameworks
(theoretical and
pedagogical)
Theoretical
Framework (TF):
CommunityOriented Primary
Care; social
responsiveness
Number: All
students of the 3rd
bach medical
school (between
102 and 172
students/year) +
students from the
master Social
Welfare + Social
work (between 25
and 46/year)
Pedagogical
Framework (PF):
Inderdisciplinary
learning;
communityoriented learning
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Notes
Reflection:
INA
Goals
Oriented
toward
SDH :2
Type of
Research:
Mixed
AA-2
Article
Bakshi et
al., 2015
Bell and
Buelow,
2014
Name and
Location of
School
Icahn School
of Medicine at
Mount Sinai.
New York, NY
(U.S.)
Armstrong
State
University.
Savannah, GA
(U.S.)
Name of
Program
Human Rights
and Social
Justice Scholars
Program
(HRSJSP)
Interprofessional
patient advocacy
course
Type of
Community and
Location
Underserved
communities.
Local.
Duration of
Training
Training, total:
INA
CL section:
INA
5 safety-net
health and
social service
centers in
neighborhoods
with more than
70% extreme
poverty.
Local.
Training, total:
1 semester
CL section: 3
hrs/week during
1 semester
Obligatory/
Elective,
Student
Program
Elective +
extracurricular
(student
selection);
Medicine.
Elective;
Nursing +
other health
professions.
Student Makeup
(level, number of
students)
Level: 1st year
students.
Number: 10 to 12
students (selected
after written
application)
Level: From
sophomore to
senior students.
Number: 15 to 20
students.
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Frameworks
(theoretical and
pedagogical)
TF: Human
rights; social
justice
PF:
Collaborative,
longitudinal
policy and
advocacy service
projects
Notes
Reflection:
INA
Goals
Oriented
toward
SDH: 3
Type of
Research:
Qual
TF: Patient
advocacy
Reflection:
yes
PF: Service
learning
Goals
Oriented
toward
SDH: 2
Type of
Research:
NS
AA-3
Article
Brown et
al., 2007
Name and
Location of
School
University of
Cincinnati,
College of
Pharmacy.
Cincinnati, OH
(U.S.)
Type of
Community and
Location
A community
pharmacy for
patients who
“fall through
the cracks of
the healthcare
system.”
Local.
Name of
Program
Longitudinal
Patient Care
Duration of
Training
Training, total:
20 to 60 hrs
Obligatory/
Elective,
Student
Program
Elective;
Pharmacy.
CL section: 20
to 60 hrs
Student Makeup
(level, number of
students)
Level: 1st year
students.
Number: 33
students (over 6
semesters)
Frameworks
(theoretical and
pedagogical)
TF: INA
PF: Service
learning
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 2
Type of
Research:
Mixed
BusseyJones et
al., 2014
Emory
University,
School of
Medicine.
Atlanta, GA
(U.S.)
Welcome to the
neighborhood
INA.
INA.
Training, total:
INA
CL section:
INA
Elective;
Medicine.
Level: Undergraduate students.
TF: Community/
public service;
advocacy
Number NA
PF: Experiential
learning
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
Mixed
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AA-4
Article
Clithero et
al., 2013
Name and
Location of
School
University of
New Mexico .
Albuquerque,
NM (U.S.)
Type of
Community and
Location
Rural
community.
Local.
Name of
Program
Summer
practicum
Duration of
Training
Training, total:
3 months (8
wks preparatory
spring
curriculum + 1
month summer
practicum)
Obligatory/
Elective,
Student
Program
Obligatory;
Medicine.
Student Makeup
(level, number of
students)
Level: Undergraduate (2nd
year) students.
Number: 1 to 21
students per year
(60 in total over 3
years)
CL section: 1
month
De Los
Santos et
al., 2014
Florida
International
University
(collaboration
of different
colleges).
Florida, U.S.
Green Family
Foundation
Neighborhood
HELP (Health
Education
Learning
Program)
Deprived
neighborhoods
with high
number of
coloured
residents.
Local.
Training, total:
INA
CL section:
limited
information:
household visits
(at least
quarterly) and
follow-up over
4 years
INA;
Medicine,
Nursing,
Social Work
and Law.
Frameworks
(theoretical and
pedagogical)
TF: Public health
PF: Service
learning /
Vygotsky’s
historical
sociocultural
approach / small
group problem
based tutorials /
self-reflective
metacognitive
narrative writing /
professional
identity
development
through
shadowing.
Level NA.
TF: INA
Number: 165
medical students,
322 undergrad.
nurses, 80 NPs, 30
law students (from
2010 till 2012)
PF: Service
learning; IPE;
Longitudinal
education
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Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
Quant
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
No
AA-5
Article
Dharamsi
et al., 2010
Dharamsi
et al., 2010
Name and
Location of
School
University of
British
Colombia.
Vancouver,
Canada
Unversity of
British
Colombia.
Vancouver,
Canada
Name of
Program
Doctor/dentist,
Patient and
Society
Doctor/dentist,
Patient and
Society
Type of
Community and
Location
Different
community
partners
representing a
particular
segment of
vulnerable
population
groups.
Local.
INA.
Kampala,
Uganda and
Dhaka,
Bangladesh.
Duration of
Training
Training, total:
2 years
CL section: 2
years (intensity:
INA)
Obligatory/
Elective,
Student
Program
Obligatory
course with
CSL as an
option;
Dentistry.
Student Makeup
(level, number of
students)
Level: Undergraduate students.
Number: 36
students
Frameworks
(theoretical and
pedagogical)
TF: Social
responsibility;
social justice
PF: Community
service learning
(CSL)
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
Mixed
Training, total:
2 years
CL section: 8
wks
Obligatory
course with
an intl CSL
as an option;
Medicine.
Level: Undergraduate students.
Number: 3
students.
TF: Health
advocate role,
social
accountability
PF: International
service learning
(ISL)
Reflection:
yes
Goals
Oriented
toward
SDH: 2
Type of
Research:
Qual
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AA-6
Article
Ezeonwu
et al., 2014
Name and
Location of
School
University of
Washington
Bothell.
Bothell, WA
(U.S.)
Name of
Program
Partnership in
Community
Health
Type of
Community and
Location
Low income
neigborhood.
Local.
Duration of
Training
Training, total:
10 wks, 4.3
hrs/week
Obligatory/
Elective,
Student
Program
INA;
Nursing.
Student Makeup
(level, number of
students)
Level: RN - BSN
students.
Frameworks
(theoretical and
pedagogical)
TF: Communityas-partner model;
SDH
Number NA
PF: Communitybased learning;
Service learning
CL section: 5
wks, 4.3
hrs/week
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
NS
FeenCalligan,
2008
Wayne State
University.
Detroit, MI
(U.S.)
INA
Children in a
homeless
shelter
Local.
Training, total:
INA, visits to
the shelter are
part of the art
therapy
internship
Obligatory;
Art therapy.
Level NA.
Number: 10
students
CL section: 1 to
3 visits to the
shelter
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TF: Personal
awareness; social
responsibility
PF: Service
learning
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
Qual?
AA-7
Article
Ierardi and
Goldberg,
2014
Name and
Location of
School
Collaboration
between 5
academic
centres in
Philadelphia:
Drexel
University,
Philadelphia
College of
Osteopathic
Medicine,
Temple
University,
Thomas
Jeferson
Medical
College,
University of
Pennsylvania.
Philadelphia,
PA (U.S.)
Name of
Program
Bridging the
Gaps (BTG)
Type of
Community and
Location
Different
settings: innercity day camps,
homeless or
domestic
violence
shelters,
community
health centres,
programs
towards gay,
lesbian and
transgender
youth, …
Local.
Duration of
Training
Training, total:
7 wks summer
program
CL section: 4
days/week
during 7 wks
Obligatory/
Elective,
Student
Program
Extracurricular
summer
program;
Medicine,
Public health,
Dentistry,
Pharmacy,
Social work,
Creative arts
therapies,
Occupational
and physical
therapy, Law.
Student Makeup
(level, number of
students)
Level: Graduate
students.
Frameworks
(theoretical and
pedagogical)
TF: Interprofessionalism
Number: Over
4,000 students in
the last years
PF: Community
health service
learning;
Interprofessional
learning
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Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 2
Type of
Research:
Qual
AA-8
Article
Jarrell et
al., 2014
Kassam et
al., 2013
Name and
Location of
School
Arizona State
University.
Arizona, U.S.
University of
British
Columbia,
School of
Pharmacy.
Vancouver,
Canada
Name of
Program
INA
INA
Type of
Community and
Location
Homeless
shelter and a
low-income
independent
housing setting.
INA.
Aids support
organisation
providing care
to HIV/aids
patients.
Mbale, Uganda.
Duration of
Training
Training, total:
15 wks, 1
day/week
Obligatory/
Elective,
Student
Program
Elective;
Nursing.
Number: 40
students selected
from the 170
students enrolled
in the
community/public
health course
CL section: 15
wks, 1
day/week
Training, total:
over 6 to 9
months
CL section: 6
wks (± every
day)
Student Makeup
(level, number of
students)
Level: Senior
students.
Elective
(selected
students);
Pharmacy.
Frameworks
(theoretical and
pedagogical)
TF: Attitudes
about poverty;
justice
PF: Service
learning
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
Quant
Level: Undergraduate students.
TF: Cultural
competency
Reflection:
yes
Number: 3
students (selected
after written
application)
PF: International
Service learning;
Community
engagement
Goals
Oriented
toward
SDH: 3
Type of
Research:
Qual
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AA-9
Article
Kelly,
2013
Name and
Location of
School
University of
Arkansas for
Medical
Sciences,
Arkansas, U.S.
Name of
Program
INA
Type of
Community and
Location
3 projects:
children not
going to
kindergarten;
isolated elderly;
victims of
domestic
violence.
Local.
Duration of
Training
Training, total:
1 year
CL section: 1
hour/week for
30 wks (3
semesters)
Obligatory/
Elective,
Student
Program
Obligatory;
Physician
assistant.
Student Makeup
(level, number of
students)
Level NA.
Number: 26
students (divided
in 3 groups, each
semester the
groups shift to a
different setting)
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Frameworks
(theoretical and
pedagogical)
TF: Cultural
competency
PF: Service
learning
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
No
AA-10
Article
Kruger et
al., 2010
Name and
Location of
School
University of
Florida, School
of Nursing.
Florida, U.S.
Name of
Program
INA
Type of
Community and
Location
6 home-bases: 4
geographically
based and 2
agency based
serving large
areas. Diverse
environments:
substance abuse
recovery
centres, elderly
homes,
homeless
shelters,
schools, health
clinics for
uninsured, …
4 locations
local, 2 serve
large areas.
Duration of
Training
Training, total:
4 or 5 semesters
CL section: 16
hrs/ semester
for 4 or 5
semesters
Obligatory/
Elective,
Student
Program
Obligatory;
Nursing.
Student Makeup
(level, number of
students)
Level: Undergraduate students.
Number: 97
students in 2006
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Frameworks
(theoretical and
pedagogical)
TF: Communitybuilding
framework
PF: Service
learning; Longterm home-base
learning
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
Mixed
AA-11
Article
Larson et
al., 2010
Loewenson
and Hunt,
2011
Name and
Location of
School
The East
Carolina
University,
School of
Nursing.
North
Carolina, U.S.
St Catherine
University.
Minnesota,
U.S.
Type of
Community and
Location
Indigenous
Mayan
communities.
Antigua,
Guatemala.
Name of
Program
Intl cultural
immersion
course
Public health
nursing course
Homeless youth
or families,
shelters,
transitional
housing
programs and
other
community
agencies.
Local.
Duration of
Training
Training, total:
3 wks (116 hrs)
Obligatory/
Elective,
Student
Program
Elective;
Nursing.
CL section: 2
wks: 88 hrs of
immersion (40
hrs language
classes and 48
hrs community
health clinical
practice)
Training, total:
INA
CL section:
over 3 months
Student Makeup
(level, number of
students)
Level: Baccalaureate students.
Frameworks
(theoretical and
pedagogical)
TF: Cultural
competence
Number: 13
students
PF: International
immersion
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
Qual
Obligatory;
Nursing.
Level: Post-baccalaureate students.
TF: Cultural
compentency
Reflection:
INA
Number: 24
students.
PF: Service
learning
Goals
Oriented
toward
SDH: 2
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Type of
Research:
Quant
AA-12
Article
Matejic et
al., 2012
Name and
Location of
School
School of
Medicine.
Belgrade,
Serbia
Name of
Program
Physician in the
community
Type of
Community and
Location
11 primary
health care
institutions
from the
Belgrade
community.
Local.
Duration of
Training
Training, total:
10 wks (20 hrs)
Obligatory/
Elective,
Student
Program
Obligatory;
Medicine.
CL section:
INA
Student Makeup
(level, number of
students)
Level: 2nd year
students.
Number: 1529
students over 4
years.
Frameworks
(theoretical and
pedagogical)
TF: Social
responsiveness;
patient-centered
medicine
PF: Communitybased learning
Notes
Reflection:
INA
Goals
Oriented
toward
SDH: 2
Type of
Research:
Quant
Meili et al.,
2011
University of
Saskatchewan,
College of
Medicine.
Saskatchewan,
Canada
Making The
Links (MTL)
Northern
(Aboriginal)
community;
student-run
clinic in an
urban
underserved
area; rural
hospital in
Mozambique.
Buffalo River
Dene Nation
and/or Ile a-laCrosse +
Mozambique.
Training, total:
INA
CL section: 6
wks (rural) + “2
shifts per
month” (urban)
+ 6 wks (intl)
Extracurricular;
Medicine.
Level: 2nd year
students.
TF: Social
accountability
Reflection:
yes
Number: 14
students (selection
based on written
application and
interview)
PF: Service
learning; Studentrun clinic
Goals
Oriented
toward
SDH: 1
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Type of
Research:
Qual
AA-13
Article
Meurer et
al., 2011
Name and
Location of
School
Medical
College of
Wisconsin.
Wisconsin,
U.S.
Name of
Program
Urban and
Community
Health Pathway
(UCHP)
Type of
Community and
Location
Urban
underserved
settings.
Different urban
communities.
Duration of
Training
Training, total:
At least 10
hrs/month
through the first
3 years of
medical school
Obligatory/
Elective,
Student
Program
Elective;
Medicine.
Student Makeup
(level, number of
students)
Level: 1 to 3th
year students.
Frameworks
(theoretical and
pedagogical)
TF: Patientcentered care
Notes
Reflection:
yes
Number: 95
students
PF: Service
learning;
communityengaged research
Goals
Oriented
toward
SDH: 3
CL section:
INA
Mudarikwa
et al., 2010
Gippsland
Medical
School.
Monash,
Australia
CommunityBased practice
program (CBPP)
Community
health services,
disability
services,
humanitarian
organizations,
local councils,
schools.
INA.
Training, total:
INA
CL section: 12
days over 16
wks (min 72
hrs)
Type of
Research:
NS
Obligatory;
Medicine.
Level: 1st year
students.
TF: Social
justice; equity
Reflection:
INA
Number NA
PF: Communitybased education
Goals
Oriented
toward
SDH: 2
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Type of
Research:
Mixed
AA-14
Article
O’Brien et
al., 2014
Name and
Location of
School
Temple
University
Philadelphia,
PA (U.S.)
Name of
Program
Health Scholars
Program (HSP)
Type of
Community and
Location
Community
Health center
serving a Latino
immigrant
population.
Local.
Duration of
Training
Training, total:
9 month pilot
course
CL section: At
least 8
hrs/month
Obligatory/
Elective,
Student
Program
Extracurricular
(student
selection);
Medicine and
other health
professions.
Student Makeup
(level, number of
students)
Level:
Undergraduate
students.
Number: 12
students in first
cohort
Frameworks
(theoretical and
pedagogical)
TF: INA
PF:
Multidisciplinary
learning; Service
learning
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
Mixed
Ogenchuk
et al., 2014
Western
Canadian
University.
Saskatchewan,
Canada
Caring For Kids
Where They
Live
3 urban
schools.
INA.
Training, total:
approx. 216 hrs
CL section: 72
hrs over 6 wks
(=1/3 of time)
as part of
pediatric
clinical rotation
INA;
Nursing,
Dentistry,
Kinesiology.
Level: Baccalaureate students.
Number NA
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TF: Social justice
PF: IPE;
Communitybased learning
Reflection:
yes
Goals
Oriented
toward
SDH: 0
Type of
Research:
NS
AA-15
Article
Parks,
2015
Name and
Location of
School
Collaboration
between 6
colleges: Fisk
University
(Nashville),
Knoxville
College, Lane
College
(Jackson),
LemoyneOwen College
(Memphis),
Tennessee
State
University,
Meharry
Medical
College.
Tennessee,
U.S.
Name of
Program
HBCU
(historically
Black colleges
and universities)
Wellness Project
Type of
Community and
Location
Diverse
AfricanAmerican
communities .
Diverse
locations.
Duration of
Training
Training, total:
2 years +
summer
program (3
wks) +
implementation
of projects
Obligatory/
Elective,
Student
Program
Extracurricular
(student
selection);
INA.
Student Makeup
(level, number of
students)
Level: Undergraduate students.
Frameworks
(theoretical and
pedagogical)
TF: Health
advocacy
Number: 326
students between
2007-2012
PF: Communitybased
participatory
research; Service
learning
CL section:
INA
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Notes
Reflection:
INA
Goals
Oriented
toward
SDH: 2
Type of
Research:
No
AA-16
Article
Rasmor et
al., 2014
Name and
Location of
School
Washington
State
University.
Washington,
U.S.
Type of
Community and
Location
Free clinic
(nondocumented
immigrants and
uninsured).
Different urban
communities.
Name of
Program
INA
Duration of
Training
Training, total:
2 days a week
for 6 wks (18
hrs)
Obligatory/
Elective,
Student
Program
INA; NP.
Student Makeup
(level, number of
students)
Level: Graduate
students.
Frameworks
(theoretical and
pedagogical)
TF: Social
learning theory
Number: 24
students
PF: Clinical
immersion
CL section: 2
days a week for
6 wks (18 hrs)
Notes
Reflection:
yes
Goals
Oriented
toward
SDH: 1
Type of
Research:
Mixed
Sabo et al.,
2015
University of
Arizona,
Tucson, Mel
and Enid
Zuckerman
College of
Public Health.
Arizona, U.S.
5 courses with 5
different names
Urban, rural,
border, and
indigenous
communities.
Different
communities
depending on
the course: (1)
Tucson, AZ; (2)
Native people
nations; (3) USMexico border
area; (4) Rural
copper mining
area; (5)
Greater
Phoenix
metropolitan
area.
Training, total:
INA
CL section: 1
week
Obligatory: 1
out of 5
courses for
Master
students and
2 courses for
PhD
students;
Maternal and
Child Health,
Master
Health
behavior
health
promotion.
Level: Master
students + Ph.D.
students.
Number: 107
students
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TF: Health equity
PF: Service
learning
Reflection:
yes
Goals
Oriented
toward
SDH: 3
Type of
Research:
NS
AA-17
Article
Schoon et
al., 2012
Sharma,
2014
Name and
Location of
School
Minnesota
State
University
Mankato,
School of
Nursing.
Minnesota,
U.S.
University of
Toronto.
Toronto,
Canada
Name of
Program
INA
INA
Type of
Community and
Location
Foot care clinic
within an innercity homeless
shelter.
Local.
St. Michael’s
Hospital (15%
of ER
consultations
and 3-4% of
admissions are
homeless
individuals).
Local.
Duration of
Training
Training, total:
INA
Obligatory/
Elective,
Student
Program
INA; Public
health
nursing.
CL section:
INA
Training, total:
INA
Obligatory;
Medicine.
Student Makeup
(level, number of
students)
Level NA.
Number: 140
students in 2011
Level: Residents.
Number NA
CL section:
During
residency at St
Michael’s
Hospital (1 to 4
months);
Advocacy
rounds: 4-5
times/year);
educational
session and site
visit to a shelter
for homeless
men:
1×/2months
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Frameworks
(theoretical and
pedagogical)
TF: Social
justice; advocacy
Notes
Reflection:
yes
PF: Servicelearning;
Community
learning;
Transformative
learning
Goals
Oriented
toward
SDH: 3
TF:
Marginalization;
advocacy
Reflection:
yes
PF:
Interdisciplinary
learning;
Experiential
learning
Type of
Research:
NS
Goals
Oriented
toward
SDH: 2
Type of
Research:
No
AA-18
Article
Sheu et al.,
2012
Stanley,
2013
Name and
Location of
School
University of
California,
School of
Medicine.
San Francisco,
CA (U.S.)
University of
Colorado,
Beth-El
College of
Nursing and
Health
Science.
Colorado, U.S.
Name of
Program
INA
INA
Type of
Community and
Location
3 student-run
clinics: (1)
Latino/a
community; (2)
homeless
population; (3)
Asian/Pacific
Islander
immigrant
population
(Hepatitis B
Collective).
Local.
A community
homeless
center.
Local.
Duration of
Training
Training, total:
INA
CL section:
Several hrs per
year, per month
or per week (up
to student): (1)
1 day/week; (2)
2×2 hrs/week;
(3) 2×3
hrs/week)
Training, total:
INA: several
hrs per semester
during 3 years
CL section: 4—
5 hrs /semester
during 3 years
Obligatory/
Elective,
Student
Program
Elective;
Medicine,
Nursing and
Pharmacy.
Student Makeup
(level, number of
students)
Level: 1st year
students.
Frameworks
(theoretical and
pedagogical)
TF: Sociocultural
awareness
Number: About
70% of the total
student population
PF: Student-run
clinic; IPE
Notes
Reflection:
INA
Goals
Oriented
toward
SDH: 1
Type of
Research:
Mixed
Elective;
Nursing.
Level: Seniorlevel traditional or
second-degree
baccalaureate
students.
Critical Social
Theory; cultural
competence;
advocacy; social
responsibility
Number: 4 to 10
students each
semester of the
3—year program
PF: Service
learning
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Reflection:
INA
Goals
Oriented
toward
SDH: 1
Type of
Research:
NS
AA-19
Article
Ward et
al., 2007
Name and
Location of
School
The Nebraska
Methodist
College.
Omaha, NE
(U.S.)
Name of
Program
Accelerated
communitybased nursing
program (ACE)
Type of
Community and
Location
Sudanese and
Latino
populations.
Local.
Duration of
Training
Training, total:
5 days/week
during 15
months
Obligatory/
Elective,
Student
Program
Obligatory;
Nursing.
CL section:
INA:
continuously
throughout the
15 months
Williams et
al., 2012
University of
Michigan.
Michigan, U.S.
Global Health
and Disparities
Path of
Excellence
(GHD PoE)
INA.
Different places
in Michigan or
abroad.
Training, total:
4 years (during
master
program)
CL section:
INA
Student Makeup
(level, number of
students)
Level: Students
with a college
degree in another
discipline and
being admitted to
the nursing
program.
Frameworks
(theoretical and
pedagogical)
TF: INA
PF: Service
learning
Level: Master
students.
Number: 35
voluntary students
in 2011
Goals
Oriented
toward
SDH: 3
Type of
Research:
NS
Number: 25
students in 2nd
cohort
INA;
Medicine.
Notes
Reflection:
yes
TF: INA
PF: Longitudinal
mentored
leadership
training program;
portfolio-learning
Reflection:
yes
Goals
Oriented
toward
SDH: 2
Type of
Research:
No
NOTES: hrs = hrs; INA = information not available; intl = international; NA = not available; NP = nurse practioner; NS = not systematically; PF: pedagogical
framework; TF = theoretical framework; wks = weeks.
Key for Goals Oriented Toward SDH:
3: SDH explicitly mentioned in goals of program
2: indirect referral to health inequity, social justice, health advocacy, health disparities,... in goals of the program
1: indirect referral to SDH
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AA-20
0: no referral to SDH in the goals, but mentioned in the outcomes
TABLE A-2 Literature Review Summary, Table 2
Number of Study
Article
Participants
Data
Art et al.,
all students
Quant: 1 questionnaire with 22
2008
questions and 5-point Likert
scales / Qual: analysis of the
free text in the field “general
remarks”
Bakshi et
al., 2015
10
Survey: 9 open-ended questions
Research Topic
Student satisfaction with
the practical organization
of the exercise
Acquisition of the learning
goals (self-assessed by the
students)
Students’ attitudes toward
primary care and
community health care;
and their attitude towards
the interdisciplinary
character of the exercise
Main Findings
Although very time-consuming,
this exercise is feasible /
Students appreciate the
interdisciplinary character of the
exercise / This exercise
contributes to the learning
objectives for the students but
also to the social accountability
of the university
Understanding how
students’ participation in
this service-learning
component affected their
clinical experiences and
professional selfperceptions
Ability to apply an
understanding of SDH to
clinical encounters ( advocate
for patients) / ability to refer
patients to community resources
/ program helped to protect and
foster their idealism
Bell &
Buelow,
2014
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Limitations and
Strengths
Limited evaluation
Low number of
participants / selfselected / nonvalidated survey tool.
Some long term effect
(survey was
completed 2 years
later than the
program; however,
outcome is mixed
with other
experiences)
AA-21
Article
Brown et
al., 2007
BusseyJones et al.,
2014
Number of Study
Participants
33 (= all)
INA
Data
Quant: (1) pre-service (23
questions) and post-service (32
questions) questionnaire:
demographic data, preview
work, history volunteer
experience, 15 questions
regarding civic cultural and
social issues, 8 questions
regarding post-graduation work
placement / (2) Retrospective
questionnaire (9 additional
questions about perceived
knowledge before and after
service)
Qual: Reflective writings
Research Topic
Students’ self-reported
knowledge, self-efficacy,
intentions, etc before and
after the learning
experience
Quant: Survey: “Medical
Evaluation of the course
Student Attitudes toward the
Underserved questionnaire”
(MSATU) at 0, 1 and 12
months (participants and
control group)
Qual: Semi-structured
interviews at the end of the
course / ongoing analysis,
including an electronic database
for longitudinal analysis of
elective participants (?)
Main Findings
Quant: (1) Change in some
feelings of self-efficacy (feeling
more comfortable and postgraduation plans (6 of 23
statements) / (2) Self-reported
increase in perceived knowledge
in civic, cultural and social
issues and health disparities /
Qual: Impact on understanding
of civic, cultural and social
issues and health disparities
The elective seems to attract a
selected group of individuals
with positive baseline attitudes
about caring for the underserved
/ course was well received by
the students (increase in number
of participants over the 2 years
of implementation) / desire of
the participants for more social
medicine concepts and didactics
to occur earlier in undergraduate
medical education.
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Limitations and
Strengths
Self-report
questionnaire, only 33
students / Selfselected students
Preliminary results
AA-22
Article
Clithero et
al., 2013
Number of Study
Participants
60 (= all)
Data
2 surveys: (1) service learning
course survey : assessment of
students’ attitudes and skills
with respect to community
interventions (pre + post
practicum); (2) course
evaluation survey and service
learning course survey: assess
course organization and
objectives, adequacy of time to
complete assignments, course
syllabus/catalog, readings, the
community project and
shadowing experience (post)
Research Topic
Students’ evaluation of
course
Main Findings
No significant change in
students opinions or skills and
activities with respect to
community interventions;
Students rated the summer
practicum highly (mainly
shadowing experiences,
community activities and
learning from fellow students)
De Los
Santos et
al., 2014
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Limitations and
Strengths
Program is adapted
based on students’
feedback (this can
have an impact on the
positive ratings)
AA-23
Article
Dharamsi et
al., 2010
Dharamsi et
al., 2010
Number of Study
Participants
See data
3
Data
Qual: Focus groups (with 21
students, 4 (of 8) faculty
tutors), individual open-ended
interviews (with 5 of 7
participating community
organizations) - thematic
analysis /
Quant: Survey (with 21 of 36
students): students’ past
experiences with and future
willingness to provide care to
vulnerable people; their
perceptions of comfort and
anticipated feelings toward
providing health care to
underserved populations
Research Topic
Educational impact of
community servicelearning (impact on student
attitudes towards
disparities in health care
and the needs of vulnerable
people)
Main Findings
Qual: 5 themes: (1) Importance
of witnessing to really
understand the challenges
people face; (2) value of
learning experientially (planning
a project in real life); (3) the
importance of building
relationships (learning about the
value of communication and
respect in patient care); (4)
students wanting more structure
or a guide book; (5) desire to see
project continue
Quant: mostly expecting to work
with underserved populations
(exceptions) / general rather
comfortable with working with
those groups (exceptions) /
learning new skills and
techniques / constraints to do
community-based volunteer
activities in the future
Students’ journals, analyzed
using “Critical Incident
Technique”
To study the students’
experiences from their
perspective, the impact of
the ISL and critical
reflection on the students
5 key themes: (1) critical
reflection enhances learning; (2)
the health advocacy role can be
learned (abstract concepts are
easier to understand); (3) people
in impoverished countries are
not helpless; (4) the concept of
social determinants is not
abstract theory; (5) experiential
learning is key
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Limitations and
Strengths
Self-report
Small sample, selfselection, Hawthorne
effect
AA-24
Number of Study
Participants
Data
Research Topic
Main Findings
FeenCalligan,
2008
11
Students’ writings
Assessment of students’
learning using the criteria
of 3 art therapy education
standards
Students’ biases were
challenged
Experience was very
short / Difficult to
assess the discrete
effects of servicelearning and
internship experiences
/ Focus is on the
benefits to students
and not the
community
Ierardi and
Goldberg,
2014
6 creative arts
therapists having
participated in
the summer
course in 2007 or
2008
Interviews (based on themes
that had emerged by examining
the students’ weekly journals)
Perceptions of the impact
of BTG upon their
professional identity
Familiarity to work with certain
groups (e.g., adolescents); value
of interdisciplinary work, value
of lectures; effect on obtaining a
job
Small number of
participants
Jarrell et
al., 2014
40 in experiential
group (= servicelearning cohorts)
+ 130 students in
control group:
randomly
assigned to both
groups (75
completed all
surveys)
Pre-post test 2 surveys: “Belief
in a Just World Scale” (JWS)
and “Attitudes about Poverty
and Poor People Scale”
(APPPS)
Students’ perceptions of
and empathy towards
individuals living in
poverty as well as views on
justice following servicelearning assignments that
involved providing care to
for such individuals as
compared to other
community health
assignments
The service learning treatment
modestly enhanced empathy and
students’ views on justice
(although mostly not statistically
significant), while not
improving superficial
perceptions of the poor (e.g.,
that poor people are ‘different’)
Small number of
participants
Article
Ezeonwu et
al., 2014
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Limitations and
Strengths
AA-25
Article
Kassam et
al., 2013
Number of Study
Participants
3
Data
Students’ daily self-reflections,
analyzed by the students and
the course instructor
Research Topic
Documenting impact of
their cultural learning and
experiences
Main Findings
Powerful impact on their
development as healthcare
professionals, as members of
interdisciplinary teams and on
the substance of their learning
Focus groups and analysis of
student reflective journals
which evolved into an annual
exit survey
Program evaluation
Initial student reaction was
mixed:
Clinical objectives not always
clear and not always relating to
course content. Faculty teaching
not always consistent with
expectation.
Gaining broader perspective,
making a difference, gaining an
apperception of the health
promoting role of the nurse,
shedding underlying prejudice,
feeling of sense of responsibility
and pride , learning about
community resources, advocacy
Limitations and
Strengths
Self-selection of
students / Publication
bias (what the
students wrote down
knowing it would be
read) / Bias because
students worked in an
already wellorganized caredelivery program
Kelly, 2013
Kruger et
al., 2010
2006 survey: 97
senior students
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Not described very
systematically; selfreport
AA-26
Article
Larson et
al., 2010
Number of Study
Participants
13
Data
In-depth interviews (1 pre + 1
post) and en vivo reflective
journals
Research Topic
Exploring the impact of a
cultural immersion
experience on student
nurses’ cultural
competence
Main Findings
3 themes: (1) navigating daily
life (coping with hardships); (2)
broadening the lens (such as
making connections between
U.S. policy and developing
countries); (3) making a
difference
Limitations and
Strengths
Loewenson
and Hunt,
2011
23 (of 24)
Pretest-posttest survey:
“Attitudes Toward
Homelessness Inventory”
(ATHI)
Evaluating students’
attitudes toward
homelessness after
participating in structured
clinical service-learning
rotations with individuals
and families experiencing
homelessness
More positive and nonstigmatizing attitudes toward
homeless individuals at the
completion of their course
studies
Increase in the belief related to
the contribution of structural
causes of homelessness and in
the belief that personal causes
are not responsible for
homelessness
More comfort in affiliating with
homeless individuals and
stronger beliefs in the potential
for viable programs or solutions
to address homelessness
Outcome is mixed
with other
experiences.
Small sample size,
self-report, no control
group, not
anonymous, only
short-term outcome
Matejic et
al., 2012
1188 students,
630 patients , 78
physicians
3× self-designed satisfaction
questionnaire (for 3 groups of
participants) after the module
Satisfaction of students,
physicians and patients
with participation in the
module after 4 years of
implementation
Patients were more satisfied
than students and physicians;
students' knowledge higher than
actual awareness
High number of
participants
questionnaire pilot
tested / inclusion of 3
parties’ perceptions
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AA-27
Article
Meili et al.,
2011
Number of Study
Participants
14 (part of 3
cohorts)
Data
Structured open-ended written
questionnaires, completed twice
(after northern and international
experience)
Research Topic
To explore student
reflections on their
experiences during the
MTL program
Main Findings
6 themes: (1) the importance of
relationships, not stigmatizing;
(2) SDH in real life (e.g. travel
distances); (3) community
development (considering the
community context); (4)
interdisciplinarity (not
hierarchical health care
structure); (5) linking health and
communities; (6) personal
learning + career choices
Limitations and
Strengths
Described in detail
Meurer et
al., 2011
Mudarikwa
et al., 2010
57 students and
19 community
educators
Quant: questionnaire: post
progam evaluation
Qual: focus groups with
students and interviews with
community educators
Evaluation of program
Students: exposure to diverse
range of services in the
community, interactions with
different partners, difficulties
with research project
Community educators: CBPP
valuable real life experience for
students, students were highly
involved, difficulties with
timing research project, students
coming the same day every
week was not ideal
Low student response
to questionnaire,
questionnaires could
be enhanced
O’Brien et
al., 2014
12
Qual: students’ written
reflections / Quant: survey:
degree of agreement with
statements about HSP course
goals
Students’ evaluation of
program
Quant: Increased ability to
collaborate, design and
implement interventions, to
describe impact of SDH / Qual:
3 themes: (1) first exposure to
Low number of
participants, narrow
scope of components,
lack of experimental
design, self-report
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AA-28
Article
Number of Study
Participants
Data
Research Topic
Main Findings
SDH; (2) learning more through
this program than through other
curricular efforts; (3) desire to
serve vulnerable communities
Quant: survey (pre+post)
Qual: focus group discussion
(pre + post)
Reflective journals
One-group pre-post
measurement of the impact
of the intervention on the
student’s attitudes,
perceptions, and beliefs on
non-insured persons who
access free clinics and to
measure the student’s
willingness to consider
volunteering in a free clinic
after graduation
Students challenged their own
beliefs and attitudes regarding
the vulnerable populations
(“they were just like us,” gained
insight into care provided at
these free clinics (care is good),
and expressed their intent to
volunteer at these settings
(although no significant
change).
Discussion and reflection
papers
Not systematically measured:
Students demonstrated an
understanding of the condition
and causes of homelessness and
how to use their citizenship
skills for social change within a
health care context
Limitations and
Strengths
Ogenchuk
et al., 2014
Parks, 2015
Rasmor et
al., 2014
21 (of 26)
students
Sabo et al.,
2015
Schoon et
al., 2012
PREPUBLICATION COPY: UNCORRECTED PROOFS
Sample size too small
Short period of
immersion
No control group
Internal validity of
instrument: moderate
AA-29
Article
Sharma,
2014
Sheu et al.,
2012
Stanley,
2013
Number of Study
Participants
182 students
Data
Research Topic
Main Findings
Limitations and
Strengths
Pre-post intervention study with
control group
Quant: 2 surveys: 1)
“Sociocultural Attitudes in
Medicine Inventory” (SAMI)
and “Readiness for
Interprofessional Learning
Scale” (RIPLS)
Qual: open-ended questions on
same topics
The impact of student-run
clinics on preclinical
sociocultural and
interprofessional attitudes
Students report positive effects
(commitment to the
underserved, some improved
interprofessional attitudes,
insight in health disparities,
influence on career choices, …)
but no statistically significant
effects
The experiences may
not be frequent
enough to affect these
measures, particularly
since the students
were high-scoring
upon entry, selfselection
“Informal evaluation”
using debriefing
discussions
In the debriefing sessions
students: express a realization
that the homeless clients are no
different than themselves / came
away with greater respect and
caring attitudes for the homeless
/ note insurmountable economic
and health barriers by the
homeless / are more aware of
the health issues of the homeless
/ felt a sense of advocacy for the
homeless / displayed
introspection
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AA-30
Article
Ward et al.,
2007
Number of Study
Participants
Data
Research Topic
Student evaluations
Main Findings
Evaluation after 1st cohort: need
for faculty guidance and support
and more background on
Sudanese culture
Evaluation after 2nd cohort:
students were positively
influencing health and wellbeing of the community and had
a greater understanding of
concepts of community-based
education and cultural diversity
Williams et
al., 2012
PREPUBLICATION COPY: UNCORRECTED PROOFS
Limitations and
Strengths